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排序方式: 共有628条查询结果,搜索用时 140 毫秒
621.
Craig Collinson 《British Journal of Special Education》2018,45(2):124-140
In this article I mount an attack on the problematic conceptions of literacy that lie behind the Standards and Testing Agency's 2015 Interim Teacher Assessment Frameworks at the End of Key Stage 2 and the Key Stage 2 English Grammar, Punctuation and Spelling Tests. I employ an object of comparison (a philosophical method), for attitudes towards literacy and dyslexics. I challenge current conceptions of the Othering of, and discrimination against, dyslexics. I argue for the concept of ‘Lexism’ as an alternative explanatory account for the existence of dyslexics. 相似文献
622.
The introduction of decision-aid technology in sport, such as goal-line technology (GLT) in football, has generated minimal literature on supporters’ perspectives. This paper aims to investigate Scottish football supporters’ perceptions towards GLT. Two hundred and seventy Scottish supporters completed a questionnaire to assess their satisfaction with GLT and factors that influence their level of satisfaction. The majority of Scottish supporters trust the technology applied in football and favours its use. However, they are dissatisfied with GLT in part because GLT is considered to detract from the atmosphere resulting from contentious goals which supporters appreciate and lessen the debate around crucial decisions. Findings also showed that football supporters are against GLT viewing in the stadium and do not welcome future decision-aid technology in football. 相似文献
623.
John Hedley Brooke Terry Dartnall Celia Roberts Sally Newcomb Rafe Champion Andrew Milne Martin Kelly Wendy Varney Orin Thomas Craig R. Stillwell Leonard G. Wilson Peter Anstey Jay L. Garfield Mark Colyvan Mark Cortiula John Merson Nicolas Rasmussen Nickolas Vakas John Forge Sunny Y. Auyang Clair Scrine Katharina Rowold 《Metascience》1999,8(3):444-514
624.
Catherine M. Sleezer Jiping Zhang Deane B. Gradous Craig Maile 《Performance Improvement Quarterly》1999,12(3):119-131
The article examines three views of performance improvement-scientific management, instructional design, and systems thinking, Each provides a unique view of performance improvement and specific roles for evaluation. Envisioning performance improvement from a single view may be insufficient for evaluating the performance improvement situations found in today's dynamic organisations. The articie provides an integrated definition of performance and a synthesis, model, the Systems Model of Performance. 相似文献
625.
Surface patterning of bonded microfluidic channels 总被引:1,自引:0,他引:1
Priest C 《Biomicrofluidics》2010,4(3):32206
Microfluidic channels in which multiple chemical and biological processes can be integrated into a single chip have provided a suitable platform for high throughput screening, chemical synthesis, detection, and alike. These microchips generally exhibit a homogeneous surface chemistry, which limits their functionality. Localized surface modification of microchannels can be challenging due to the nonplanar geometries involved. However, chip bonding remains the main hurdle, with many methods involving thermal or plasma treatment that, in most cases, neutralizes the desired chemical functionality. Postbonding modification of microchannels is subject to many limitations, some of which have been recently overcome. Novel techniques include solution-based modification using laminar or capillary flow, while conventional techniques such as photolithography remain popular. Nonetheless, new methods, including localized microplasma treatment, are emerging as effective postbonding alternatives. This Review focuses on postbonding methods for surface patterning of microchannels. 相似文献
626.
Narae Ju Natalie Williams Julie Sedivy Craig G. Chambers Susan A. Graham 《Child development》2023,94(5):1319-1329
This study examined 4- and 5-year-olds' incremental interpretation of size adjectives, focusing on whether contrastive inferences are modulated by speaker behavior. Children (N = 120, 59 females, mostly White, tested between July, 2018 and August, 2019) encountered either a conventional or unconventional speaker who labeled objects in a correspondingly typical or atypical way. Critical utterances contained size adjectives (e.g., “Look at the big duck”). With conventional speakers, gaze measures indicated that children rapidly used the adjective to differentiate members of a contrasting pair, indicating that even 4-year-olds derive contrastive inferences. With unconventional speakers, contrastive inferences were delayed in processing. The findings demonstrate that preschoolers adjust their use of pragmatic cues when presented with evidence disconfirming their default assumptions about a speaker. 相似文献
627.
Jessica H. Milton Margaret M. Flores Vanessa M. Hinton Caroline Dunn Craig B. Darch 《Learning disabilities research & practice》2023,38(1):15-25
This study investigated the effects of a place value intervention with third-grade students with learning disabilities. The intervention added content to a research-based intervention using the concrete-representational-abstract (CRA) sequence. The added content reflected current mathematics standards for third grade. Students’ place value understanding was measured using probes in which students had to identify the value of each digit within a three-digit number, round three-digit numbers to the nearest 10 or 100, and write three equations showing an expanded form of a three-digit number. A single-case, multiple-probe-across-students design showed a functional relation between CRA and completion of items requiring place value understanding. Students completed a generalization task by estimating the sum of a given equation. 相似文献
628.
Jeremy Hodgen Becky Taylor Becky Francis Nicole Craig Nicola Bretscher Antonina Tereshchenko Paul Connolly Anna Mazenod 《British Educational Research Journal》2023,49(2):209-230
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets. 相似文献